THE USE OF ARTIFICIAL INTELLIGENCE IN TEACHING ENGLISH: INSIGHTS FROM EFL TEACHERS
DOI:
https://doi.org/10.22460/eltin.v14i2.p549-558Keywords:
: Artificial Intelligence, EFL Teachers, Teacher Perspectives, Teaching Material Preparation.Abstract
Artificial Intelligence (AI) has the potential to significantly improve the development of teaching materials in EFL contexts as it is increasingly incorporated into language instruction. While the majority of current studies focus on how AI affects student learning results, there aren't many studies that look at teachers' perspectives on the adoption of AI throughout the stages before teaching. This study investigates junior high school English teachers' perspectives on using AI in preparing English teaching materials, with particular emphasis on their attitudes, perceived benefits, and challenges encountered. This qualitative descriptive study collected data through semi-structured interviews with three English teachers from a junior high school in West Java, Indonesia. The data were analyzed using thematic analysis. The findings revealed three main themes. First, teachers viewed AI positively as a helpful tool but emphasized that it cannot replace teachers. Second, AI was perceived to enhance time efficiency and material generation. Third, teachers encountered challenges related to content revision, prompt formulation, and over-dependency. This study contributes to the growing body of research on AI integration in EFL contexts by providing insights into teachers' experiences and informing more effective AI implementation strategies.
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